What's Required Texas Education Code § 28.0212. Personal Graduation Plan TEC § 28.0212 (a) (a) A principal shall designate a guidance counselor, teacher, or other appropriate individual to develop and administer a personal graduation plan for each student enrolled in a junior high, middle, or high school who: (1) does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or (2) is not likely to receive a high school diploma before the fifth school year following the student's enrollment in grade level nine, as determined by the district. Last Amended: 80th Leg., R.S., ch. 763, Sec. 3, eff. June 15, 2007 80th Leg., R.S., ch. 1058, Sec. 10, eff. June 15, 2007Entered: Oct. 17, 2007
Texas Education Code § 28.0212. (b) (b) A personal graduation plan must: (1) identify educational goals for the student; (2) include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies; (3) include an intensive instruction program described by Section 28.0213 ; (4) address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and (5) provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.
Transition planning is completed during the ARD/IEP committee meeting process and focuses on assisting students with disabilities to become independent within the community, to the greatest extent possible.
For students with Autism Spectrum Disorders (ASD), IEP goals and objectives must address the skills necessary to function in current and future environments.
Transition (or futures) planning for students with ASD, at any age, includes ARD/IEP Committee determination of need, and establishment of a plan, if appropriate, to support the student’s successful transition from current to next environment(s).
Such support might also include assisting students to transition from elementary to middle school level, from middle to high school, and/or across instructional settings.
For all students with disabilities, the procedures below must be completed for effective postsecondary transition planning in the four areas:
Employment
Education
Independent Living
Recreation, Social, and Leisure Activities
By age 14, or younger per ARD/IEP committee decision, the ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services.
By age 15, or younger per ARD/IEP committee decision, the ARD/IEP Committee must complete the Post Secondary Education Goals section of the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services.
By age 17, inform student/parent of transfer of rights to student when students reach age 18 and complete the transfer of rights statement in the ARD/IEP Supplement: Personal Graduation Plan Addressing Needed Transition Services.
If a student's goal is to be employed after graduation from high school, the appropriate courses should be included in the IEP and addressed on the Graduation Options supplement; this begins documentation of the student's goals after graduation. Adult service providers should be included at the transition meeting prior to graduation, as needed.
Information data related to transition must be entered in Chancery SIS on the ARD/IEP panel under “Other Date Tracking.”
What's Required
Texas Education Code § 28.0212. Personal Graduation Plan
TEC § 28.0212 (a)
(a) A principal shall designate a guidance counselor, teacher, or other appropriate individual to develop and administer a personal graduation plan for each student enrolled in a junior high, middle, or high school who:
(1) does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39; or
(2) is not likely to receive a high school diploma before the fifth school year following the student's enrollment in grade level nine, as determined by the district. Last Amended: 80th Leg., R.S., ch. 763, Sec. 3, eff. June 15, 2007
80th Leg., R.S., ch. 1058, Sec. 10, eff. June 15, 2007Entered: Oct. 17, 2007
Texas Education Code § 28.0212. (b)
(b) A personal graduation plan must:
(1) identify educational goals for the student;
(2) include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;
(3) include an intensive instruction program described by Section 28.0213 ;
(4) address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and
(5) provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.
Board Policy
What To Do
If a student's goal is to be employed after graduation from high school, the appropriate courses should be included in the IEP and addressed on the Graduation Options supplement; this begins documentation of the student's goals after graduation. Adult service providers should be included at the transition meeting prior to graduation, as needed.
Information data related to transition must be entered in Chancery SIS on the ARD/IEP panel under “Other Date Tracking.”